Del i serien Routledge International Handbooks of Education

Routledge International Handbook of Learning and Instruction in University Education

Nyhet

Inbunden, Engelska, 2026

AvAuli Toom,Kirsi Pyhältö,Lynn McAlpine,Jan van Tartwijk

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This handbook provides a foundational, comprehensive, and systemic overview of the current research on learning and instruction in university education.Offering a synthesis of current essential empirical research on university education, this volume provides a starting point for an intentional transformation of university education anchored firmly in empirical evidence. The chapters are authored by leading international scholars in the field, culminating in a wealth of expertise offering multiple expert stances on learning and instruction in university education. The chapters are based on systematic literature reviews. This book analyses the broad macro-level factors and structures influencing university education and its development, as well as micro-level issues related to learning and instruction, from both students’ and university teachers’ perspectives. It provides a thorough state-of-the-evidence and paves the way for future directions in research on university learning and instruction and the research-informed development of university education.This handbook is a foundational resource for higher education researchers and key stakeholders, alongside university teachers and students, as well as educational policymakers and higher education developers wanting to draw on their work.

Produktinformation

Utgivningsdatum2026-08-11
Mått174 x 246 x 38 mm
Vikt1 470 g
FormatInbunden
SpråkEngelska
SerieRoutledge International Handbooks of Education
Antal sidor682
FörlagTaylor & Francis Ltd
ISBN9781032889467

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Auli Toom is Professor of Higher Education at the Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Finland.Kirsi Pyhältö is Professor of Higher Education at the Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Finland.Lynn McAlpine is Professor Emerita of Higher Education Development at the University of Oxford, UK, and Professor Emerita, McGill University, Canada.Jan van Tartwijk is Professor of Education at Utrecht University, The Netherlands.

INTRODUCTIONAuli Toom, Kirsi Pyhältö, Lynn McAlpine and Jan van TartwijkSECTION I: CURRENT LANDSCAPE OF RESEARCH ON LEARNING AND INSTRUCTION IN UNIVERSITY EDUCATIONSection introductionAuli Toom, Kirsi Pyhältö, Lynn McAlpine & Jan van Tartwijk1. Framing the global higher education learning landscapeLynn McAlpine and Jan van Tartwijk2. Research-informed university education: Research-teaching relationships and their impacts on university teaching and learningAuli Toom, Liyuan E, Milla Käyhty and Kirsi Pyhältö3. Teaching and learning integrity and research ethicsErika Löfström and Sarah Elaine EatonSECTION II: STRUCTURES AND SYSTEMIC DEVELOPMENT OF UNIVERSITY EDUCATIONSection introductionKirsi Pyhältö and Auli Toom4. Governmentality and field transformations in neoliberal higher education: A systematic review of rankings, research collaborations, student mobility, and policy convergenceJuliette E. Torabian5. The evolution and trends of higher education curriculum research: A decades-long scientometric analysis of peer reviewed literatureSarah Barradell and Clara Zwack6. The emergence of academic leadership in higher education: A bibliometric review, 1960-2023Philip Hallinger and Xing Li7. Developing university teaching through the scholarship of teaching and learningJohan Geertsema and Katarina Mårtensson8. Towards a better understanding of teacher learning and development in the context of innovations in higher educationIndira N.Z. Day, Frans J. Prins, Tim M. Stevens, Perry den Brok, Hanneke Assen, Petra H.M. Cremers, Christel Lutz, Jan Riezebos, Margje W.J. van de Wiel, Petrie J.A.C. van der Zanden, Mayke W. C. Vereijken and Jan D. VermuntSECTION III: SKILLFUL STUDENT LEARNING IN UNIVERSITY EDUCATIONSection introductionKirsi Pyhältö and Auli Toom9. A systematic literature review on university students’ expectancy-value-cost profilesHenriikka Juntunen, Anna Widlund, Jaana Viljaranta, Pinja Tähti and Heta Tuominen10. Generic skills in relation to students’ academic achievement in university studiesTarja Tuononen, Heidi Hyytinen, Katri Kleemola and Auli Toom11. Argument mapping improves critical thinking skills: A systematic reviewMartin Davies and Angelito Calma12. Emotions in higher education: A review of theoretical foundations and empirical evidenceLisa Stempfer, Thomas Goetz and Reinhard Pekrun13. Student burnout, student engagement and learning outcomes in university education: A systematic reviewToon W. Taris and Wilmar B. Schaufeli14. Learning disabilities in the universityRauno Parrila, Dalia Martinez Cano and George K. Georgiou15. The landscape of research on identity and inclusion/exclusion in higher education: A systematic scoping review of the first quarter of the 21st centurySercan Erer and Andreas HadjarSECTION IV: QUALITY INSTRUCTION AND PEDAGOGICAL PRACTICES IN UNIVERSITY EDUCATIONSection introductionJan van Tartwijk and Auli Toom16. Conceptualising what it is that university teachers need to have: Knowledge, expertise, skills and competenceJan van Tartwijk, Marieke van der Schaaf, Esther van Dijk, Manon Kluijtmans & Martine van Rijswijk17. How effective are inclusive pedagogies in higher education? A meta-reviewJuuso Henrik Nieminen and Anabel Moriña18. Systematic insights for fostering achievement emotions in online learningNatalia Edisherashvili, Katrin Saks, Külli Kallas, Margus Pedaste and Äli Leijen19. Designing for problem- and project based learning in a resource constrained university contextLone Dirckinck-Holmfeld, Ann Bygholm, Geoffrey Olok Tabo and David Pakono20. Work-integrated learning in higher educationPäivi Tynjälä, Maarit Virolainen and Anne Virtanen21. Student guidance in higher education – towards the holistic support of students’ learning, study, and careerSanna Vehviläinen and Leena Penttinen22. A systematic review on assessment methods in university instructionAbir Bousaid and Anastasiya A. Lipnevich23. Generative AI and chatbots in university educationMaja Hojer Bruun and Jakob Krause JensenSECTION V: DOCTORAL EDUCATION AND RESEARCHER CAREERSSection introductionLynn McAlpine, Karri A. Holley and Kirsi Pyhältö24. Doctoral education: Influences of global drivers and structural frameworksSónia Cardoso and Sandra Santos25. Cultivating PhD development: A systematic meta-review of research themes, practical implications and needs for future researchKirsi Pyhältö, Lotta Tikkanen, Laura Sundström, Sara Rönkkönen and Henrika Anttila26. Research writing and communicationNatalia Ávila Reyes, Lina Calle-Arango and Montserrat Castelló27. Proactive strategies for doctoral students to enhance their well-being: A systematic literature reviewYusuke Sakurai, Wenjuan Cheng, Shizuki Saruta, Ruonan Zheng, Shannon Mason, Jasvir Nachatar Singh, Huan Li, Monique Dai, Hanyu Qin and Dely Elliot28. The learning trajectories of doctoral supervisors: A systematic literature reviewIsabel Huet, Teresa Cardoso and Paulo Chálo29. Learning environments for PhD students: The significance of academic disciplines as research communitiesKarri A. Holley30. PhD careers in and beyond academia: A comparison of evidence across developed and emerging economiesSally Hancock, Wei Li and Alice Dias LopesSECTION VI: RESEARCH ON LEARNING AND INSTRUCTION IN UNIVERSITY EDUCATION IN THE FUTURESection introductionAuli Toom, Kirsi Pyhältö, Lynn McAlpine and Jan van Tartwijk31. Future research scenarios in research on learning and instruction in university educationBjørn Stensaker32. Synthesising the landscape of research on university learning and instruction (as represented in the Handbook)Jan van Tartwijk, Lynn McAlpine, Kirsi Pyhältö and Auli Toom33. How research on university education can inform practice. Towards a systemic research-informed pedagogical development of university educationKirsi Pyhältö, Auli Toom, Jan van Tartwijk and Lynn McAlpine